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Courses

MED 1A. Leadership in Multicultural Health. 2 Units.

Designed for undergraduates serving as staff for the Stanford Medical Youth Science Summer Residential Program (SRP). Structured opportunitie to learn, observe, participate in, and evaluate leadership development, multicultural health theories and practices, and social advocacy. Utilizes service learning as a pedagogical approach to developing an understanding of the intersections between identity, power and privilege and disparities (health, education, environment), fostering knowledge and skills to become social advocates to address forms of inequities. Students explore approaches for identifying and tackling issues of equity (health and education) as well as learn fundamental skills necessary to implement activities for the Summer Residential Program.

MED 1B. Identity, Power and Privilege in Multicultural Health. 1 Unit.

An independent study service learning course designed to develop students' understanding of the intersection between identity, power, privilege, and disparities (health, education, environment). Students submit a written reflective term paper based on their experience as staff for the Summer Residential Program as well as their understanding of how constructs of identity, power and privilege impact low-income and underrepresented students in their pursuit of higher education. Prerequisite MED 1A.

MED 10SC. Responses to the AIDS Epidemic. 2 Units.

This course focuses on the HIV epidemic, contrasting the origin and spread of HIV and AIDS in Africa and the emergence of HIV in the U.S., in particular the history of HIV in San Francisco and the Bay Area. We will meet the people and visit the institutions which played key roles in the Public Health prevention, care, and treatment of HIV in San Francisco and consider the impact of HIV globally in our thinking about epidemic disease and the international responses to HIV. This will include key locations in the City, including the AIDS Grove, San Francisco General Hospital, the San Francisco Department of Public Health, the Castro, and local AIDS service organizations. Students will also hear from patients, physicians, and activists who are living with AIDS. We will also meet with scientists at UCSF, Stanford, and local pharmaceutical companies who are at the forefront of new prevention, therapeutic, and diagnostic research. By examining the relationship between the emergence of Gay activism and AIDS in California and New York and the pandemic in Southern Africa, the course will emphasize the multi-disciplinary and multi-sector approach to epidemic infectious disease. How sis physicians, patients, epidemiologists, pharmaceutical companies, and policymakers develop effective responses to the AIDS epidemic ? What are we learning from Africa and what can Africa learn from us about how communities react to deadly threats from infectious disease.nnnAIDS experts from the Stanford community and Africa are invited to share their perspectives with us. In preparation for the seminar, you will be required to read And the Band Played On and Barnett and Whiteside's AIDS in the Twenty-First Century and selected scientific articles. As part of a group, you will also develop an AIDS-related project of your choice which you will present on the last day of class.

MED 23. ASB The Cuisine of Change: Promoting Child Health and Combating Food Insecurity. 1 Unit.

Topics include obesity rates in America, the health and food education in our schools, the fundamentals of nutrition, the challenges of processed foods, the various lifestyle choices and fads surrounding healthy eating, and the complex ecology of food insecurity and welfare.

MED 27SI. Alternative Spring Break: Healthcare of Underserved Communities in Central California. 1 Unit.

Pre-field group directed reading for Alternative Spring Break: Healthcare of Underserved Communities in Central California.

MED 28SI. Alternative Spring Break: Health Accessibililty. 1 Unit.

Alternative Spring Break class. Pre-field course for students participating in the Health Accessibility Alternative Spring Break trip. Focuses on the Bay Area and the current state of the U.S. healthcare system, how it has developed, and how it can be transformed to ensure greater accessibility for all.

MED 50N. Translating Science to Disease Treatment. 3 Units.

Investigates how scientific research informs how physicians take care of patients and how clinical research informs how scientific experiments are conducted. Topics include how these two processes have improved health and have resulted in innovation and scientic progress; specific human disease areas in allergy and immunology that affect all ages of patients globally, including food allergy; scientific concepts of research that helped in discovery of novel diagnostics and treatment of disease; ethical roles of physicians and scientists in conducting translational research in human disease.

MED 50Q. Respiration. 3 Units.

Preference to sophomores. Topics include: the biological basis for use of oxygen for aerobic metabolism in animals, human lung physiology and pathophysiology, comparative physiology of respiration in fish, birds and mammals, new insights into mammalian lung development, current challenges in human respiratory health including air pollution and lung cancer. Student presentations on specific topics based on literature research developed in consultation with the instructor. Application required.

MED 51Q. Palliative Medicine, Hospice and End of Life Care for Diverse Americans. 3 Units.

Introduces students to changing demographics of the aging and dying population in the United States. Topics include current issues in palliative medicine, hospice and end-of-life care for an increasingly diverse population. Includes simulated video case studies, real patient case discussions and collaborative field project. Application required.

MED 70Q. Cancer and the Immune System. 2 Units.

Preference to sophomores. Myths and facts surrounding the idea that the immune system is capable of recognizing malignant cells. The biological basis and function of effector arms of the immune system; how these mechanisms may be used to investigate the biological basis and potential therapy of cancer. How the immune system functions.

MED 71N. Hormones in a Performance-Enhanced Society. 3 Units.

(Formerly 117Q) Prefersnce to freshmen. Explores how the availability of hormone therapy has affected various aspects of daily lives. Topics include the controversies concerning menopause and its treatment; use of hormones in athletics; cosmetic use of hormones to enhance growth, strength, and libido; use of hormones as anti-aging drugs; and how the hormone system has influenced our notions of gender. Includes the biochemistry and physiology of the human endocrine system; how hormones influence behavior, and how to read a scientific paper.

MED 73N. Scientific Method and Bias. 3 Units.

Offers an introduction to the scientific method and common biases in science. Examines theoretical considerations and practical examples where biases have led to erroneous conclusions, as well as scientific practices that can help identify, correct or prevent such biases. Additionally focuses on appropriate methods to interweave inductive and deductive approaches. Topics covered include: Popper¿s falsification and Kuhn¿s paradigm shift, revolution vs. evolution; determinism and uncertainty; probability, hypothesis testing, and Bayesian approaches; agnostic testing and big data; team science; peer review; replication; correlation and causation; bias in design, analysis, reporting and sponsorship of research; bias in the public perception of science, mass media and research; and bias in human history and everyday life. Provides students an understanding of how scientific knowledge has been and will be generated; the causes of bias in experimental design and in analytical approaches; and the interactions between deductive and inductive approaches in the generation of knowledge.

MED 86Q. Seeing the Heart. 2 Units.

Introduction to biomedical technology, science, clinical medicine, and public policy through cardiovascular imaging. Invasive and noninvasive techniques to detect early stage heart disease and to see inside the heart and blood vessels. Topics include: common forms of heart disease, how they develop, and why they affect so many people; imaging technologies such as ultrasound, CT, MRI, PET, and optical; a cost-effective public screening program. Field trips to Stanford Medical Center imaging centers.

MED 87Q. Women and Aging. 5 Units.

Preference to sophomores. Biology, clinical issues, social and health policies of aging; relationships, lifestyles, and sexuality; wise women and grandmothers. Sources include scientific articles, essays, poetry, art, and film. Service-learning experience with older women. Service Learning Course (certified by Haas Center).

MED 88Q. Dilemmas in Current Medical Practice. 3 Units.

Preference to sophomores. Social, political, scientific, and economic forces influencing medical practice. Spiraling costs, impaired access to health care, and disillusionment toward the health care system. Attempts by government and medical insurers to control costs through managed care and health maintenance organizations. Medical education and how it has affected the practice of medicine. Alternative health care, preventive medicine, and the doctor-patient relationship. The paradox of health in America: why do so many people who are healthy feel unhealthy? Mandatory observation of instructors in their medical practices.

MED 94Q. Hormones, Health, and Disease. 2 Units.

Preference to sophomores. The role of hormones in maintaining health; how abnormalities in hormones cause disease. Topics include: the pituitary, the master gland; thyroid hormones and metabolism; insulin and diabetes; adrenal steroids and hypertension; vitamin D, parathyroid hormone, and osteoporosis; sex hormones, birth control, pregnancy, and menopause; androgens, erectile dysfunction, and athletic performance; cholesterol, obesity, and cardiovascular risk. Recommended: background in human biology and physiology.

MED 108Q. Human Rights and Health. 3 Units.

Preference to sophomores. History of human-rights law. International conventions and treaties on human rights as background for social and political changes that could improve the health of groups and individuals. Topics such as: regional conflict and health, the health status of refugees and internally displaced persons; child labor; trafficking in women and children; HIV/AIDS; torture; poverty, the environment and health; access to clean water; domestic violence and sexual assault; and international availability of drugs. Possible optional opportunities to observe at community sites where human rights and health are issues. Guest speakers from national and international NGOs including Doctors Without Borders; McMaster University Institute for Peace Studies; UC Berkeley Human Rights Center; Kiva. PowerPoint presentation on topic of choice required.

MED 120N. Pathophysiology of Diseases of the Heart. 3 Units.

Preference to freshmen. Introduces students to the anatomy, physiology, pathology and clinical aspects that comprise the discipline of cardiovascular medicine. Topics will include explanations of such pathologic states as heart attack, stroke, congestive heart failure, cardiac rhythm disturbances, and sudden cardiac death. Introduction to the underlying principles of diagnosis and treatment of heart disease are included in the syllabus.

MED 121. Translational Research and Applied Medicine. 3 Units.

(Same as MED 221; graduate and medical students enroll in MED 221) Open to undergraduate students, this course enables students to learn basic principles in the design, performance and analysis of translational medical research studies. The course includes both didactic seminars from experts in translational medicine as well as the opportunity to design and present a translational research project.

MED 129. Health Care Systems Around the World. 4 Units.

This course will explore the role of health care systems in societies around the world, identifying the common challenges facing health care systems and how different institutional structures in different countries perform in response to these challenges. We will structure the course around general conceptual frameworks related to key health system institutions (including financing, insurance, provider payment, patient cost-sharing, and the regulation of medical technology). From this foundation, we will draw on the experience of individual countries (high and low income, with heavy chronic disease and infectious disease burdens) to illustrate the function of these institutions under real-world circumstances observed around the globe.
Same as: HUMBIO 129W

MED 130. Yesplus: Meditation practices for wellbeing. 1 Unit.

The Practice of Happiness is a 1-unit credit course that provides students with tools and strategies to develop a sustainable approach to their happiness and well-being. Students will learn breathwork- and meditation-based processes to decrease stress and increase happiness and peace. In addition, students will also engage in community-building group discussions, interactive processes, and study happiness-based research to discover for themselves what happiness is, and how it can be sustained as a personal practice. In addition to weekly sessions, there are 3 mandatory back-to-back sessions over a weekend in the quarter- hours will be Friday: 6:30pm - 10pm; Saturday/Sunday: 1pm - 5pm (exact dates TBD). See yesplus.stanford.edu for further insight into the program. Enrollment limited; priority to residents of Castano Hall; others selected by application.

MED 143A. Patient Health Education in Community Clinics. 2 Units.

Open to undergraduate, graduate, and medical students. Principles of health education, health coaching, theories of behavior change, methods for risk reduction. Presentations of health education modules, focusing on topics prevalent among underserved populations. Students apply theoretical frameworks to health education activities in the Cardinal Free Clinics. Application required.
Same as: MED 243A

MED 143B. Patient Health Education in Community Clinics - Practicum. 2 Units.

Open to undergraduate, graduate, and medical students. For students who have completed MED 143A/243A and currently volunteer in one of the course-affiliated clinic sites. Objective is to expand health education skills, discuss more complex health education topics, and reflect upon experiences in the clinic. Includes readings and online reflections. Prerequisite: successful completion of MED 143A/243A.
Same as: MED 243B

MED 143C. Patient Health Education in Community Clinics - Practicum. 2 Units.

Open to undergraduate, graduate, and medical students. For students currently volunteering in one of the course-affiliated clinic sites. Objective is to expand health education skills, discuss more complex health education topics, and reflect upon experiences in the clinic. Includes readings and online reflections. Pre-requisites: MED 143A/243A, MED 143B/243B.
Same as: MED 243C

MED 145. Alternative Spring Break: Confronting HIV/AIDS in San Francisco. 2 Units.

Preparation for the Alternative Spring Break trip. Current issues regarding HIV/AIDS worldwide and in the United States, with a specific focus on San Francisco. Topics include biology, transmission, prevention, pharmaceutical development, discrimination, stigma, access to health care, and perspectives of affected communities. See asb.stanford.edu for more information.

MED 147. Methods in Community Assessment, Evaluation, and Research. 3 Units.

Development of pragmatic skills for design, implementation, and analysis of structured interviews, focus groups, survey questionnaires, and field observations. Topics include: principles of community-based participatory research, including importance of dissemination; strengths and limitations of different study designs; validity and reliability; construction of interview and focus group questions; techniques for moderating focus groups; content analysis of qualitative data; survey questionnaire design; and interpretation of commonly-used statistical analyses.
Same as: CHPR 247, MED 247

MED 149. Medical Interpreting at the Cardinal Free Clinics: The Qualified Bilingual Student Program. 2 Units.

The quality of health care often depends as much on the interpreter as the provider. This foundation courses prepares bilingual students to work as medical interpreters in hospital and clinic settings. Students learn basic interpreting skills; ethics; communication techniques; medical vocabulary; key healthcare information; communication skills for advocacy; how to draft practical, working solutions, and professional development. By application only; must be an accepted Cardinal Free Clinic (CFC) interpreter volunteer. Applications accepted in Fall for Winter quarter and in Winter for Spring quarter. Students registering for this 2-unit course are required to interpret at the clinic a minimum of 2 weekend sessions; upon completion of this course, students can continue to volunteer at CFC for academic credit.

MED 150. Clinical Foundations for Patient Navigators at Arbor Free Clinic. 1 Unit.

Addresses key areas of learning for patient navigator volunteers at Arbor Free Clinic. Prepares patient navigators for their clinical role. Enrollment limited to current, active patient navigator volunteers.

MED 157. Foundations for Community Health Engagement. 3 Units.

Open to undergraduate, graduate, and MD students. Examination and exploration of community health principles and their application at the local level. Designed to prepare students to make substantive contributions in a variety of community health settings (e.g. clinics, government agencies, non-profit organization, advocacy groups). Topics include community health assessment; health disparities; health promotion and disease prevention; strategies for working with diverse, low-income, and underserved populations; and principles of ethical and effective community engagement.

MED 158A. From Foodies to Freegans: Food Popular Topics in the Silicon Valley. 2 Units.

This is a discussion-based survey course to introduce the complexities of many "pop topics" in food, such as obesity, sustainability, and local vs. organic food. Course offered over two quarters; second part is MED 158B. The course focuses on Silicon Valley and is taught through a food justice lens. The goal is to provide knowledge and new frameworks for conceptualizing food that transform the way students think about, eat, and purchase food. Furthermore, course content is aligned with Community Engaged Learning (CEL) so that students have the opportunity to collaborate with local partners to complete community-based projects relevant to course topics. Coursework involves class participation, critical reflection, and three papers written for different audiences in the food space.

MED 158B. From Foodies to Freegans Practicum. 2 Units.

Students work toward making change in the food system. This course matches students with a community partner in the local area who is working to address food issues, broadly defined. There are many ways to make meaningful impact, including working at Second Harvest Food Bank as a Health Ambassador, or to assist with the Healthy Cornerstore initiatives or Garden to Table with the Hispanic Chamber of Commerce. Provides students with the opportunity to apply their academic area of concentration within a community-based context that fits their interests. MED 158A highly recommended but not required as a prerequisite.

MED 159A. Service-Learning in Migrant Health. 2 Units.

Examines the intersection of migration, poverty and health; provides opportunities for engagement directly with community partners working with Bay Area Mexican migrant populations. Weekly knowledge and skills-building sessions covering the process of migration; the demographic characteristics of the local migrant population; the health and socioeconomic status of local migrant populations; current initiatives to improve their quality of life and well-being. Service opportunities include participation in community organizing; health education seminars; and health screening activities. Prerequisite: intermediate/advanced level of Spanish language proficiency.

MED 159B. Service-Learning in Migrant Health. 2 Units.

Second quarter of two-quarter series. Examines the intersection of migration, poverty and health; provides opportunities for engagement directly with community partners working with Bay Area Mexican migrant populations. Weekly knowledge and skills-building sessions covering the process of migration; the demographic characteristics of the local migrant population; the health and socioeconomic status of local migrant populations; current initiatives to improve their quality of life and well-being. Service opportunities include participation in community organizing; health education seminars; and health screening activities. Prerequisites: intermediate/advanced level of Spanish language proficiency, MED 159A.

MED 160. Physician Shadowing: Stanford Immersion in Medicine Series. 1 Unit.

Undergraduates are paired with a physician mentor at Stanford Hospital and Clinics, Lucile Packard Children's Hospital, or the Veteran's Administration Hospital. May be repeated for credit. Prerequisite: Application and acceptance to the SIMS program.
Same as: SIMS

MED 182. Early Clinical Experience at the Cardinal Free Clinics. 1-2 Unit.

The Cardinal Free Clinics, consisting of Arbor and Pacific Free Clinic, provide culturally appropriate, high quality transitional medical care for underserved patient populations in the Bay Area. Students volunteer in various clinic roles to offer services including health education, interpretation, referrals, and labs. Clinical students are guided in the practice of medical interviews, history-taking and physical examinations as appropriate, and work with attending physicians to arrive at a diagnosis and management plan. By application only. Visit http://cfc.stanford.edu for more information.
Same as: MED 282

MED 184A. Team Leadership in the Cardinal Free Clinics I. 1 Unit.

Introduction to skills for effective leadership, including: conflict resolution, team dynamics, leadership styles, personality types, giving and receiving feedback, and group decision-making. Utilizes hands-on-activities and real-life clinic scenarios. Applied learning through shifts at the Cardinal Free Clinics and related project work. Enrollment limited to Cardinal Free Clinic Managers.
Same as: MED 284A

MED 184B. Team Leadership in the Cardinal Free Clinics II. 1 Unit.

Continuation of MED 184A/MED 284A. Introduction to skills for effective leadership, including: conflict resolution, team dynamics, leadership styles, personality types, giving and receiving feedback, and group decision-making. Utilizes hands-on-activities and real-life clinic scenarios. Applied learning through shifts at the Cardinal Free Clinics and related project work. Enrollment limited to Cardinal Free Clinic Managers.
Same as: MED 284B

MED 184C. Team Leadership in the Cardinal Free Clinics III. 1 Unit.

Continuation of MED 184A/MED 284A and MED 184B/MED284B. Introduction to skills for effective leadership, including: conflict resolution, team dynamics, leadership styles, personality types, giving and receiving feedback, and group decision-making. Utilizes hands-on-activities and real-life clinic scenarios. Applied learning through shifts at the Cardinal Free Clinics and related project work. Enrollment limited to Cardinal Free Clinic Managers.
Same as: MED 284C

MED 199. Undergraduate Research. 1-18 Unit.

Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.

MED 200. The Medical Device Entrepreneur's Course Primer. 1 Unit.

This course provides students and entrepreneurs a solid understanding of the complex US regulatory framework governing medical devices, in vitro diagnostics and drug-device combination products. Through class lectures, research and team assignments, class participants learn the key regulatory, clinical and ethical issues in biomedical product innovation. Focuses specifically on US investigational and marketing submission types and preparation of submission outlines, key steps to develop a product that will meet US regulatory requirements and development of regulatory strategy for a novel product. While there are no technical prerequisites, the course projects are challenging, and thus are more suitable for graduate and advanced undergraduate students.

MED 200A. Practical Applications for Qualitative Data Analysis. 2 Units.

(Same as PEDS 202A) First quarter of a two-quarter course. Gain experience analyzing qualitative data using qualitative analysis software (i.e. Nvivo, Dedoose). Conduct analysis using your own or existing data sources. Explore multiple qualitative data analysis topics through class lectures, foundational readings and hands-on learning. Core topics include: grounded theory, qualitative data analysis approaches, software-based analysis, cleaning and coding of data, and interpreting data. Note: Preference will be given to medical students and undergraduate students that have successfully completed an introductory qualitative methods course. Enrollment in subsequent MED 202B required.

MED 200B. Practical Applications for Qualitative Data Analysis. 2 Units.

(Same as PEDS 202B) Second quarter of a two-quarter course provides hands-on experience summarizing qualitative data and describing findings for dissemination. Final course product will be a draft manuscript for submission with students listed as co-authors. Core topics include: identifying themes and representative quotes, community-engaged dissemination, abstract submission, posters, oral presentations, manuscript writing, and journal selection. Prerequisite: Successful completion of MED 202A.

MED 201. Internal Medicine: Body as Text. 1 Unit.

Body as Text refers to the idea that every patient's body tells a story. The narrative includes the past and present of a person's social and medical condition; it is a demonstration of the phenotype. The art of reading the body as text was at its peak in the first half of the 20th century, but as technology has become ascendant, bedside skills and the ability to read the text have faded. Beyond scientific knowledge and medical facts, it is this often forgotten craft which is at the heart of the excitement of being an internist. This course introduces students to the art of the clinical exam, to developing a clinical eye, and learning to see the body in a completely different way.

MED 202. Alternative Spring Break: Rosebud Resilience: Community, Health and Learning in Lakota Nation. 2 Units.

Open to MD, graduate, and undergraduate students. Classroom preparation followed by a one week spring break service learning experience on a reservation in South Dakota. Introduces students to the challenges and promise of Native American and rural health care, and the role of communities as leaders and problem solvers. Includes lectures, discussion and readings pertaining to Native American culture, current research in Native American health, and the methods and practice of community based participatory research.

MED 203. Patient Partner Skills: in Care Transitions. 1 Unit.

A clinical and quality improvement experience for pre-clerkship medical students. The course provides early clinical experience for pre-clerkship medical students, to engage with patients in multiple healthcare environments (inpatient medicine/outpatient medicine/skilled nursing facilities/patients¿ homes). Students gain an understanding of the challenges patients face during the transitions, and learn and help design quality improvement initiatives to improve patient outcomes and reduce readmissions. Course features include working as part of an interdisciplinary healthcare team and promoting patient empowerment. Students work closely with Stanford Department of Medicine faculty and with Stanford Internal Medicine residents, and are trained to use health coaching, motivational interviewing, and shared decision-making skills.

MED 204. Access and Delivery of Essential Medicines to Poor and Underserved Communities. 1 Unit.

Student initiated lecture series. Guest speakers. Topics include: neglected diseases, underserved and impoverished markets, disease profiles of lower and middle income countries, pricing and distribution of biomedical end products, intellectual property in medicine and its effect on delivery of healthcare.

MED 206. Meta-research: Appraising Research Findings, Bias, and Meta-analysis. 3 Units.

Open to graduate, medical, and undergraduate students. Appraisal of the quality and credibility of research findings; evaluation of sources of bias. Meta-analysis as a quantitative (statistical) method for combining results of independent studies. Examples from medicine, epidemiology, genomics, ecology, social/behavioral sciences, education. Collaborative analyses. Project involving generation of a meta-research project or reworking and evaluation of an existing published meta-analysis. Prerequisite: knowledge of basic statistics.
Same as: CHPR 206, HRP 206, STATS 211

MED 207. History of Medicine. 1 Unit.

Begins with studying Shamanistic medicine, practiced by humans throughout the globe, for millennia. Covers magico-religious medicine developed in ancient Egypt, Mesopotamia and Greece; the 4th Century BC with Hippocrates beginning to separate medicine from religion and magic; the slow progress in ancient Rome, the medieval period, and during the Renaissance; and the acceleration in the pace of discoveries In the last few centuries, as medicine became more scientific, complex, and specialized as Pasteur developed the germ theory of disease, Darwin and Mendel publications begin the development of Evolution and of Genetics, Watson and Crick solved the mystery of DNA structure, organ transplants began, and imaging procedures such as CT and MRI came into being. Lectures are profusely illustrated, and, for the sake of comparison, two equally ancient systems of medicine, the traditional Chinese and the Vedic, are briefly reviewed.

MED 209. Health Law: Quality and Safety of Care. 3 Units.

(Same as LAW 727) Concerns about the quality of health care, along with concerns about its cost and accessibility, are the focal points of American health policy. Considers how legislators, courts, and professional groups attempt to safeguard the quality and safety of the health care patients receive. The course approaches "regulation" in a broad sense. Focuses on regimes for determining who may deliver health care services (e.g. licensing and accreditation agencies), legal and ethical obligations providers owe to patients (e.g. confidentiality, informed consent), individual and institutional liability for substandard care, and various proposals for reforming the medical malpractice system. Includes discussion of the Patient Protection and Affordable Care Act (aka, "Obamacare"), which is launching many new initiatives aimed at assuring or improving health care quality.

MED 212. Methods for Health Care Delivery Innovation, Implementation and Evaluation. 2 Units.

Preference given to postgraduate fellows and graduate students. Focus is on implementation science and evaluation of health care delivery innovations. Topics include implementation science theory, frameworks, and measurement principles; qualitative and quantitative approaches to designing and evaluating new health care models; hybrid design trials that simultaneously evaluate implementation and effectiveness; distinction between quality improvement and research, and implications for regulatory requirements and publication; and grant-writing strategies for implementation science and evaluation. Students will develop a mock (or actual) grant proposal to conduct a needs assessment or evaluate a Stanford/VA/community intervention, incorporating concepts, frameworks, and methods discussed in class. Priority for enrollment for CHPR 212 will be given to CHPR master's students.
Same as: CHPR 212, HRP 218

MED 213. Compassion Cultivation for the Physician-in-Training. 1 Unit.

Provides mentored practice and growth in students' knowledge, skills and attitudes in compassion cultivation for one's self and others. Integrates traditional contemplative practices with contemporary psychology and scientific research on compassion.

MED 215A. Health Policy PhD Core Seminar I--First Year. 2 Units.

Seminar series is the core tutorial for first-year Health Policy and Health Services Research graduate students. Major themes in fields of study including health insurance, healthcare financing and delivery, health systems and reform and disparities in the US and globally, health and economic development, health law and policy, resource allocation, efficiency and equity, healthcare quality, measurement and the efficacy and effectiveness of interventions. Blocks of session led by Stanford expert faculty in particular fields of study.
Same as: HRP 201A

MED 215B. Health Policy PhD Core Seminar II--First Year. 2 Units.

Second in a three-quarter seminar series is the core tutorial for first-year Health Policy and Health Services Research graduate students. Major themes in fields of study including health insurance, healthcare financing and delivery, health systems and reform and disparities in the US and globally, health and economic development, health law and policy, resource allocation, efficiency and equity, healthcare quality, measurement and the efficacy and effectiveness of interventions. Blocks of session led by Stanford expert faculty in particular fields of study.
Same as: HRP 201B

MED 215C. Health Policy PhD Core Seminar III--First Year. 2 Units.

Third in a three-quarter seminar series is the core tutorial for first-year Health Policy and Health Services Research graduate students. Major themes in fields of study including health insurance, healthcare financing and delivery, health systems and reform and disparities in the US and globally, health and economic development, health law and policy, resource allocation, efficiency and equity, healthcare quality, measurement and the efficacy and effectiveness of interventions. Blocks of session led by Stanford expert faculty in particular fields of study.
Same as: HRP 201C

MED 220. Literature and Human Experimentation. 3-5 Units.

This course introduces students to the ways literature has been used to think through the ethics of human subjects research and experimental medicine. We will focus primarily on readings that imaginatively revisit experiments conducted on vulnerable populations: namely groups placed at risk by their classification according to perceived human and cultural differences. We will begin with Mary Shelley's Frankenstein (1818), and continue our study via later works of fiction, drama and literary journalism, including Toni Morrison's Beloved, David Feldshuh's Miss Evers Boys, Hannah Arendt's Eichmann and Vivien Spitz's Doctors from Hell, Rebecca Skloot's Immortal Life of Henrietta Lacks, and Kazuo Ishiguro's Never Let Me Go. Each literary reading will be paired with medical, philosophical and policy writings of the period; and our ultimate goal will be to understand modes of ethics deliberation that are possible via creative uses of the imagination, and literature's place in a history of ethical thinking about humane research and care.
Same as: AFRICAAM 223, COMPLIT 223, CSRE 123B, HUMBIO 175H

MED 221. Translational Research and Applied Medicine. 2-3 Units.

(Same as MED 121; undergraduate students enroll in MED 121) Open to graduate students and medical students, this course enables students to learn basic principles in the design, performance and analysis of translational medical research studies. The course includes both didactic seminars from experts in translational medicine as well as the opportunity to design and present a translational research project. Students enrolling for 3 units are paired with a TRAM translational research project and work as a team with TRAM trainees and faculty on a weekly basis, as arranged by the instructor, and present a final project update at the end of the quarter.

MED 222. The Medical Malpractice System. 2 Units.

Focus is on policy and law pertaining to the medical malpractice system in the U.S. Readings include a mix of articles from the medical, law and health policy literatures, as well as some legal cases. Includes problem-based learning and small group work.

MED 223. Cardiovascular and Pulmonary Sciences Seminar. 3 Units.

Focus is to fine tune critical thinking skills by analyzing original publications and understanding the current complexities of the cardiovascular system. Students attend a lecture series presented by prominent external speakers one day of the week and learn new approaches and medical advances from Stanford faculty during the other class meeting. Medical and graduate students interested in cardiovascular medicine and research, technology development, genetics and immunology are encouraged to enroll.

MED 225. U.S. Human Rights NGOs and International Human Rights. 1 Unit.

(Same as LAW 782) Many US human rights non-government organizations, including the US philanthropic sector, work on international human rights. The US government also engages with the private sector in "partnerships" that twins US foreign aid human rights action with corporate expertise. This weekly series will feature speakers who lead these human rights NGOs, philanthropic enterprises, and corporate partnerships, and also policy experts and scholars, to explore the pro's and con's of this scenario.
Same as: ETHICSOC 15R, IPS 271A, POLISCI 203

MED 226. Practical Approaches to Global Health Research. 3 Units.

Enrollment limited to graduate students; undergraduates in their junior or senior year may enroll with consent of instructor only. Introduces research methods for conducting studies involving health in low-income context. Focuses on developing a concept note to support a funding proposal. addressing research question of student's interest. Skills developed include developing a compelling research question; synthesizing a focused literature review; selecting and adapting appropriate study design, target population, sampling methods, data collection and analysis; addressing human subject issues; developing productive cross-collaboration.
Same as: HRP 237, IPS 290

MED 227. Bedside Ultrasound. 1-2 Unit.

For preclinical or clinical medical students, and others with permission. Introduces students to diagnostic ultrasound at the bedside. The normal anatomy of the heart, abdomen, and pelvis pertinent to ultrasound is taught. Some pathology involving these areas is also introduced. As the students' proficiency increases, those electing to can visit the Pacific Free Clinic to be introduced to scanning patients. 1 unit for class attendance only 2 units for class attendance and observation in Stanford Echo Labs.

MED 228. Physicians and Social Responsibility. 1 Unit.

Social and political context of the roles of physicians and health professionals in social change; policy, advocacy, and shaping public attitudes. How physicians have influenced governmental policy on nuclear arms proliferation; environmental health concerns; physicians in government; activism through research; the effects of poverty on health; homelessness; and gun violence. Guest speakers from national and international NGOs.

MED 229. Introduction to Global Health. 1 Unit.

Provides an overview of global health and how it is similar to and different from public health and tropical medicine. Topics include the evolution, economics, politics of global health, major players in global health, and issues of geography, politics, humanitarianism, human rights, science, research, culture and disease.

MED 232. Discussions in Global Health. 2 Units.

The goal of this interactive series is to encourage students to think broadly about the variety of activities encompassed within global health and the roles of various entities, including NGOs, governments, and healthcare providers, in responding to large-scale health crises, building health systems, and caring for patients in developing countries. Examines challenges in global health such as organizing medical responses to natural disasters, providing healthcare to societies in conflict, and integrating traditional and modern approaches to healing. Case studies are used to critique strategies employed by organizations that work to improve medical care in poor settings.

MED 233. Global Health: Beyond Diseases and International Organizations. 4 Units.

Provides multidisciplinary trainees insight into over-arching themes of global health. Topics include systemic issues affecting healthcare progress globally, ethical and thoughtful approaches to solving these issues, as well as economics, water sanitation, public health, organizations in global health, human rights, involvement in NGOs, ethics of overseas work, and other non-medical aspects of this subject. This course will cover some of the essentials of patient care while working in the field as well including child health care, malaria, TB, and HIV.

MED 234. Literature and Global Health. 3-5 Units.

This course examines the ways writers in literature and medicine have used the narrative form to explore the ethics of care in what has been called the developing world. We will begin with a call made by the editor-in-chief of The Lancet for a literature of global health, namely fiction modeled on the social reform novels of the nineteenth century, understood to have helped readers develop a conscience for public health as the field emerged as a modern medical specialty. We will then spend the quarter understanding how colonial, postcolonial, and world literatures have answered and complicated this call. Readings will include prose fiction by Albert Camus, Joseph Conrad, Tsitsi Dangaremgba, Amitav Ghosh, Susan Sontag as well as physician memoirs featuring Frantz Fanon, Albert Schweitzer, Abraham Verghese, Paul Farmer. And each literary reading will be paired with medical, philosophical, and policy writings that deeply inform the field of global health.
Same as: AFRICAAM 229, AFRICAST 229, COMPLIT 229, CSRE 129B, FRENCH 229, HUMBIO 175L

MED 235. Designing Research-Based Interventions to Solve Global Health Problems. 3-4 Units.

The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students insights into understanding how to effectively develop, evaluate, and scale social ventures. Using TeachAIDS (an award-winning nonprofit educational technology social venture used in 78 countries) as a primary case study, students will be given an in-depth look into how the entity was founded and scaled globally. Guest speakers will include world-class experts and entrepreneurs in Philanthropy, Medicine, Communications, Education, and Technology. Open to both undergraduate and graduate students.
Same as: AFRICAST 135, AFRICAST 235, EDUC 135, EDUC 335, HRP 235, HUMBIO 26

MED 236. Economics of Infectious Disease and Global Health. 3 Units.

Introduction to global health topics such as childhood health, hygiene, drug resistance, and pharmaceutical industries from an economic development perspective. Introduces economic concepts including decision-making over time, externalities, and incentives as they relate to health.
Same as: HUMBIO 124E

MED 237. Health Law: Improving Public Health. 3 Units.

(Same as LAW 762) Examines how the law can be used to improve the public's health. Major themes explored include: what authority does the government have to regulate in the interest of public health? How are individual rights balanced against this authority? What are the benefits and pitfalls of using laws and litigation to achieve public health goals? Investigates these issues in several contexts, including the control and prevention of infectious disease, laws aimed at preventing obesity and associated noncommunicable diseases, tobacco regulation, ensuring access to medical care, reproductive health, lawsuits against tobacco, food and gun companies, and public health emergencies.

MED 240. Sex and Gender in Human Physiology and Disease. 2-3 Units.

(HumBio students must enroll in HUMBIO 140.) Chromosomal, hormonal and environmental influences that lead to male and female reproductive systems and neuroendocrine regulation and intersex variants. Masculinizing and feminizing effects of endogenous and exogenous sex hormones and other factors, in particular gender, on the musculoskeletal, neurological, cardiovascular, immunological and other systems and tissues, e.g. adipose, skin, etc. over the lifecourse, from conception to puberty, through reproductive phases (including changes during the menstrual cycle up to and beyond menopause in women, and with aging in both sexes). Transgender health issues. Guest lecturers. Prerequisite: Human Biology core or equivalent, or consent of instructor. HUMBIO students must enroll for 3 units.
Same as: FEMGEN 241, HUMBIO 140

MED 241. Clinical Skills for Patient Care in Free Clinics. 1 Unit.

Enrollment in this course is by application only for advanced volunteers at the Cardinal Free Clinics. Focus is on preparing students to gain early clinical experience by teaching basic skills such as taking patient histories, working with interpreters, providing motivational interviewing, and presenting cases to medical students or physicians. Students learn through classroom lectures and practice sessions. Upon successful completion of a competency assessment, students are able to serve in a clinic role in the Cardinal Free Clinics. Prerequisite: Advanced standing as a volunteer at the Cardinal Free Clinics.

MED 242. Physicians and Human Rights. 1 Unit.

Weekly lectures on how human rights violations affect health. Topics include: regional conflict and health, the health status of refugees and internally displaced persons; child labor; trafficking in women and children; HIV/AIDS; torture; poverty, the environment and health; access to clean water; domestic violence and sexual assault; and international availability of drugs. Guest speakers from national and international NGOs including Doctors Without Borders; McMaster University Institute for Peace Studies; UC Berkeley Human Rights Center; Kiva.

MED 243A. Patient Health Education in Community Clinics. 2 Units.

Open to undergraduate, graduate, and medical students. Principles of health education, health coaching, theories of behavior change, methods for risk reduction. Presentations of health education modules, focusing on topics prevalent among underserved populations. Students apply theoretical frameworks to health education activities in the Cardinal Free Clinics. Application required.
Same as: MED 143A

MED 243B. Patient Health Education in Community Clinics - Practicum. 2 Units.

Open to undergraduate, graduate, and medical students. For students who have completed MED 143A/243A and currently volunteer in one of the course-affiliated clinic sites. Objective is to expand health education skills, discuss more complex health education topics, and reflect upon experiences in the clinic. Includes readings and online reflections. Prerequisite: successful completion of MED 143A/243A.
Same as: MED 143B

MED 243C. Patient Health Education in Community Clinics - Practicum. 2 Units.

Open to undergraduate, graduate, and medical students. For students currently volunteering in one of the course-affiliated clinic sites. Objective is to expand health education skills, discuss more complex health education topics, and reflect upon experiences in the clinic. Includes readings and online reflections. Pre-requisites: MED 143A/243A, MED 143B/243B.
Same as: MED 143C

MED 246. The Medical Interview for Spanish Speakers. 1 Unit.

Student led forum for practicing and learning medical Spanish related specifically to the medical interview. Prepares clinical students to interact more effectively with Spanish speaking patients in clinics. Classes are topical; each class includes a demonstration, medical vocabulary practice, and conversational practice on the topic of the day.

MED 247. Methods in Community Assessment, Evaluation, and Research. 3 Units.

Development of pragmatic skills for design, implementation, and analysis of structured interviews, focus groups, survey questionnaires, and field observations. Topics include: principles of community-based participatory research, including importance of dissemination; strengths and limitations of different study designs; validity and reliability; construction of interview and focus group questions; techniques for moderating focus groups; content analysis of qualitative data; survey questionnaire design; and interpretation of commonly-used statistical analyses.
Same as: CHPR 247, MED 147

MED 248. Student Rounds. 1 Unit.

Teams of preclinical students meet weekly with a clinical student to hear the history and physical of a recent case the clinical student encountered on the wards. Following the presentation, the preclinical students work together under the guidance of the clinical student to develop a problem list and plan, which are then compared with the problem list, plan, and orders made by the actual admitting team. In the course of presenting the cases, the clinical student describes personal experiences and practical components of ward work and daily clinical routine.

MED 252. Outcomes Analysis. 4 Units.

Methods of conducting empirical studies which use large existing medical, survey, and other databases to ask both clinical and policy questions. Econometric and statistical models used to conduct medical outcomes research. How research is conducted on medical and health economics questions when a randomized trial is impossible. Problem sets emphasize hands-on data analysis and application of methods, including re-analyses of well-known studies. Prerequisites: one or more courses in probability, and statistics or biostatistics.
Same as: BIOMEDIN 251, HRP 252

MED 253. Applied Grant-Writing Skills for Community and Clinical Research. 2 Units.

Skill-building in writing scientific research proposals. Topics include: grant proposal preparation; scientific literature review; developing research aims; decision-making on study design & methodology; planning statistical analyses; determining research compliances, timelines and resources. Students develop drafts of potential projects, peer-review and critique writing samples, and receive detailed feedback from instructor on all aspects of research projects.

MED 255. The Responsible Conduct of Research. 1 Unit.

Forum. How to identify and approach ethical dilemmas that commonly arise in biomedical research. Issues in the practice of research such as in publication and interpretation of data, and issues raised by academic/industry ties. Contemporary debates at the interface of biomedical science and society regarding research on stem cells, bioweapons, genetic testing, human subjects, and vertebrate animals. Completion fulfills NIH/ADAMHA requirement for instruction in the ethical conduct of research. Prerequisite: research experience recommended.

MED 255C. The Responsible Conduct of Research for Clinical and Community Researchers. 1 Unit.

Engages clinical researchers in discussions about ethical issues commonly encountered during their clinical research careers and addresses contemporary debates at the interface of biomedical science and society. Graduate students required to take RCR who are or will be conducting clinical research are encouraged to enroll in this version of the course. Prequisite: research experience recommended.
Same as: CHPR 255

MED 257A. Community Health Advocacy. 2 Units.

First of a three-quarter course series providing students with knowledge and concrete skills for working with and advocating for underserved populations. Through coursework and placements in community health clinics and social service organizations, students broaden and deepen their understanding of the social and economic determinants of health, how they impact underserved populations, and the various levels at which these challenges can be addressed. Fellows engage in structured activities centered around supporting the mission of placement organizations. Students must apply and be accepted into the program the winter preceding enrollment; application information at och.stanford.edu. Additional prerequisites: MED 157 or equivalent coursework. Spanish language proficiency required for most placements.

MED 257B. Community Health Advocacy. 2 Units.

Second of a three-quarter course series that provides students with knowledge and concrete skills for working with and advocating for underserved populations. Through coursework and placements in community health clinics and social service organizations, student will broaden and deepen their understanding of the social and economic determinants of health, how they impact underserved populations, and the various levels at which these challenges can ¿ and should ¿ be addressed. Student will engage in structured activities that center around supporting the mission of their placement organization: direct service with clients and design and implementation of a capacity-building project. Weekly Monday evening classroom meetings serve as a forum for teaching and training, discussion of class readings and placement experiences, project development, and troubleshooting and support. Prerequisites: MED 257A.

MED 257C. Community Health Advocacy. 2 Units.

Third of a three-quarter course series that provides students with knowledge and concrete skills for working with and advocating for underserved populations. Through coursework and placements in community health clinics and social service organizations, students broaden and deepen their understanding of the social and economic determinants of health, how they impact underserved populations, and the various levels at which these challenges can ¿ and should ¿ be addressed. Student engage in structured activities that center around supporting the mission of their placement organization: direct service with clients and design and implementation of a capacity-building project. Weekly evening classroom meetings serve as a forum for teaching and training, discussion of class readings and placement experiences, project development, and troubleshooting and support. Prerequisites: MED 257A/B.

MED 258A. Policy Advocacy in Community Health. 2 Units.

In order to affect broad-based change in the health of populations, advocates must look upstream to the social and economic factors that impact health. Most powerful among these factors are the policies that shape our lives and the context in which we make individual and collective decisions. This course gives students the skills and tools to influence the policy process through various avenues, including legislative and media advocacy. Students select a current community health issue of interest and track relevant policy initiatives and media coverage of the issue to serve as the foundation for the application of real-time advocacy strategies. Prerequisites: MED 257A or consent of instructor.

MED 259. Oaxacan Health on Both Sides of the Border. 2 Units.

Required for students participating in the Community Health in Oaxaca summer program. Introduction to the health literacy and health-seeking behaviors of Oaxacan and other Mexican migrants; the health challenges these groups face. Through discussion and reflection, students prepare for clinical work and community engagement in Oaxaca, while also gaining knowledge and insight to make connections between their experiences in Mexico and their health-related work with Mexican immigrants in the Bay Area. Service Learning Course (certified by Haas Center). Prerequisite: application and acceptance into the Community Health in Oaxaca Summer Program (http://och.stanford.edu/oaxaca.html).

MED 260. HIV: The Virus, the Disease, the Research. 3-4 Units.

Open to medical students, graduate students in biological sciences, undergraduates with strong biological background. Topics: immunopathogenesis immune deficits, opportunistic infections including TB, and malignancies; genomics viral genetic analyses that have traced the origin of HIV-1 and HIV-2 to primates, dated the spread of infection in humans, and characterized the evolution of the virus within infected individuals; antiretroviral drug development identification of drug targets, structure-based drug design, overcoming drug resistance, pivotal clinical trials, and role of community activism; clinical management solutions in high- and low-income countries; vaccine development learning from past failures and the future of engineering the human immune response. 4 units includes a final project assigned in consultation with the instructor to fit the individual student's background and area of HIV interest.
Same as: IMMUNOL 260

MED 262. Economics of Health Improvement in Developing Countries. 5 Units.

Application of economic paradigms and empirical methods to health improvement in developing countries. Emphasis is on unifying analytic frameworks and evaluation of empirical evidence. How economic views differ from public health, medicine, and epidemiology; analytic paradigms for health and population change; the demand for health; the role of health in international development. Prerequisites: ECON 50 and ECON 102B.
Same as: ECON 127

MED 263. Advanced Decision Science Methods and Modeling in Health. 3 Units.

Advanced methods currently used in published model-based cost-effectiveness analyses in medicine and public health, both theory and technical applications. Topics include: Markov and microsimulation models, model calibration and evaluation, and probabilistic sensitivity analyses. Prerequisites: a course in probability, a course in statistics or biostatistics, a course on cost-effectiveness such as HRP 392, a course in economics, and familiarity with decision modeling software such as TreeAge.
Same as: HRP 263

MED 264. Social Epidemiology. 2 Units.

Preference to graduate students with prior coursework in Epidemiology. Focuses on understanding the theory and empirical evidence that shows support for the relationships between social environments and health. Covers four main topics: the historical development of social epidemiology, and a survey of the major theories in social epidemiology; the three main empirical approaches used to generate new knowledge in social epidemiology: traditional observational studies, quasi-experimental studies and experimental approaches; how the constructs of social class, race/ethnicity and gender are used in social epidemiology; new emerging empirical approaches within the field including the application of causal, machine learning and complex systems methods.

MED 271. Global Biodesign: Medical Technology in an International Context. 3 Units.

(Same as OIT 587) This course examines the development and commercialization of innovative medical technologies in different global settings. Faculty and guest speakers from the medtech field will discuss the status of the industry, as well as opportunities in and challenges to medical technology innovation unique to seven primary geographic regions: Africa, China, Europe, India, Japan, United States and Latin America. Students will be exposed to the biodesign innovation process, which provides a proven approach for identifying important unmet medical needs and inventing meaningful solutions to address them. They will also explore key differences between the covered geographies, which range from emerging markets with vast bottom-of-the-pyramid and growing middle class populations, to well-established markets with sophisticated demands and shifting demographics. The class will utilize real-world case studies and class projects (for 3-unit students) to promote engagement and provide a hands-on learning experience. There is no 2 unit option for this course.
Same as: BIOE 371

MED 272A. Biodesign Innovation: Needs Finding and Concept Creation. 4 Units.

This is the first quarter of a two-quarter course series. In this two-quarter course (BIOE 374A/B, MED 272A/B, ME 368A/B, OIT 384/5), multidisciplinary student teams identify real-world unmet healthcare needs, invent new medtech products to address them, and plan for their development into patient care. During the first quarter (winter 2016), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring 2016), teams select a lead solution and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent medtech experts and investors. Class sessions include faculty-led instruction and case demonstrations, coaching sessions by industry specialists, expert guest lecturers, and interactive team meetings. Enrollment is by application only, and students are expected to participate in both quarters of the course. Visit http://biodesign.stanford.edu/bdn/courses/bioe374.jsp to access the application, examples of past projects, and student testimonials. More information about the Biodesign program, which has led to the creation of more than 30 venture-backed healthcare companies and has helped hundreds of student launch medtech careers, can be found at http://biodesign.stanford.edu/.
Same as: BIOE 374A, ME 368A

MED 272B. Biodesign Innovation: Concept Development and Implementation. 4 Units.

This is the second quarter of a two-quarter course series. In this two-quarter course (BIOE 374A/B, MED 272A/B, ME 368A/B, OIT 384/5), multidisciplinary student teams identify real-world unmet healthcare needs, invent new medtech products to address them, and plan for their development into patient care. During the first quarter (winter 2016), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring 2016), teams select a lead solution and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent medtech experts and investors. Class sessions include faculty-led instruction and case demonstrations, coaching sessions by industry specialists, expert guest lecturers, and interactive team meetings. Enrollment is by application only, and students are expected to participate in both quarters of the course. Visit http://biodesign.stanford.edu/bdn/courses/bioe374.jsp to access the application, examples of past projects, and student testimonials. More information about the Biodesign program, which has led to the creation of more than 30 venture-backed healthcare companies and has helped hundreds of student launch medtech careers, can be found at http://biodesign.stanford.edu/.
Same as: BIOE 374B, ME 368B

MED 273. BIODESIGN FOR MOBILE HEALTH. 1-3 Unit.

This seminar examines the emerging mobile health industry. Mobile health is the provision of health services and information via mobile technologies such as mobile phones and wearable sensors. Faculty from Stanford University and other academic institutions and guest lecturers from the mobile health industry discuss the driving needs, opportunities and challenges that characterize the emerging mobile health innovation landscape, and present an overview of the technologies, initiatives and companies that are transforming the way we access health care today.
Same as: BIOE 273

MED 274. Design for Service Innovation. 4 Units.

(Same as OIT 343/01) Open to graduate students from all schools and departments. An experiential project course in which students work in multidisciplinary teams to design new services to address the needs of medically patients. Project teams partner with "safety net" hospitals and clinics to find better ways to deliver care to the low income and uninsured patients these institutions serve. Students learn proven innovation processes from experienced GSB, d. school, and SoM faculty, interface with students from across the university, and have the opportunity to see their ideas translated into improvements in the quality and efficiency of healthcare in the real world. Prerequisite: admission to the course is by application only. Applications available at http://DesignForService.stanford.edu. Applications must be submitted by November 16, 2011.
Same as: BIOE 372, HRP 274

MED 275B. Biomedical Innovation Incubator. 4 Units.

Introduction to medical device design and prototyping. Regulatory aspects, marketing, venture capital.

MED 282. Early Clinical Experience at the Cardinal Free Clinics. 1-2 Unit.

The Cardinal Free Clinics, consisting of Arbor and Pacific Free Clinic, provide culturally appropriate, high quality transitional medical care for underserved patient populations in the Bay Area. Students volunteer in various clinic roles to offer services including health education, interpretation, referrals, and labs. Clinical students are guided in the practice of medical interviews, history-taking and physical examinations as appropriate, and work with attending physicians to arrive at a diagnosis and management plan. By application only. Visit http://cfc.stanford.edu for more information.
Same as: MED 182

MED 284A. Team Leadership in the Cardinal Free Clinics I. 1 Unit.

Introduction to skills for effective leadership, including: conflict resolution, team dynamics, leadership styles, personality types, giving and receiving feedback, and group decision-making. Utilizes hands-on-activities and real-life clinic scenarios. Applied learning through shifts at the Cardinal Free Clinics and related project work. Enrollment limited to Cardinal Free Clinic Managers.
Same as: MED 184A

MED 284B. Team Leadership in the Cardinal Free Clinics II. 1 Unit.

Continuation of MED 184A/MED 284A. Introduction to skills for effective leadership, including: conflict resolution, team dynamics, leadership styles, personality types, giving and receiving feedback, and group decision-making. Utilizes hands-on-activities and real-life clinic scenarios. Applied learning through shifts at the Cardinal Free Clinics and related project work. Enrollment limited to Cardinal Free Clinic Managers.
Same as: MED 184B

MED 284C. Team Leadership in the Cardinal Free Clinics III. 1 Unit.

Continuation of MED 184A/MED 284A and MED 184B/MED284B. Introduction to skills for effective leadership, including: conflict resolution, team dynamics, leadership styles, personality types, giving and receiving feedback, and group decision-making. Utilizes hands-on-activities and real-life clinic scenarios. Applied learning through shifts at the Cardinal Free Clinics and related project work. Enrollment limited to Cardinal Free Clinic Managers.
Same as: MED 184C

MED 289. Introduction to Bioengineering Research. 1-2 Unit.

Preference to medical and bioengineering graduate students with first preference given to Bioengineering Scholarly Concentration medical students. Bioengineering is an interdisciplinary field that leverages the disciplines of biology, medicine, and engineering to understand living systems, and engineer biological systems and improve engineering designs and human and environmental health. Students and faculty make presentations during the course. Students expected to make presentations, complete a short paper, read selected articles, and take quizzes on the material.
Same as: BIOE 390

MED 290. Independent Study with the Program in Bedside Medicine. 1-5 Unit.

Students work with their faculty mentor on projects and studies that are broadly centered around the following questions: How do we teach and emphasize to students, residents, physicians (and beyond) in the medical field the need to master bedside skills? How does bedside medicine effect patient care? How has patient care changed with the omnipresence of technology in our lives? How is bedside medicine going to change in the next few decades, centuries? In investigating these questions, students utilize scientific articles and data, engage patients, and collaborate with BedMed faculty and staff. Independent study projects culminate in a presentation to the BedMed team, with the potential for posters or manuscripts. Students paired with faculty based on their area of interest and faculty/project needs. As the Program in Bedside Medicine emphasizes the human connection with patients, students are encouraged to engage patients within our program for teaching sessions, research studies, among other projects. Most of the faculty students with whom students will work are a part of the Stanford Medicine 25 Initiative: http:/stanfordmedicine25.stanford.edu/about/. Students are encouraged to develop relevant projects with the initiative as a foundation. Enrollment varies with and is limited to faculty need. Repeatable for credit; more than one quarter of commitment expected.

MED 295. Advanced Cardiac Life Support. 2 Units.

(For clinical MD students only) Prepares students to manage the victim of a cardiac arrest. Knowledge and skills necessary for resuscitation of critically ill patients. Clinical scenarios and small group discussions address cardiovascular pharmacology, arrhythmia recognition and therapy, acute coronary syndrome including myocardial infarction, ventricular dysrhythmias and defibrillation, and acute ischemic stroke. Requires pre-course preparation and an intensive two-day session on a Friday and Saturday. Students should get the approval of their Clerkship Coordinator before registering for the course. Recommended prerequisites: Medicine 300A, Pediatrics 300A, or Surgery 300A.

MED 299. Directed Reading in Medicine. 1-18 Unit.

Prerequisite: consent of instructor.

MED 370. Medical Scholars Research. 4-18 Units.

Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.

MED 399. Graduate Research. 1-18 Unit.

Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.